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This chapter examines how lesson study is reported with pre-service teachers in initial teacher education programmes. Different voices are included talking about the ways in which lesson study has been reported in various settings so far. The chapter concludes with a qualitative study of student-teachers’ reflections drawn from their reports, written after finalising the lesson study cycle at the Universidad Católica de Valencia. The analysis provides support for the premise that lesson study significantly promotes research in ITE and develops a more critical approach to literature about pedagogy and good practice in teaching.

Initiating a practical model for embedding transformative learning in education that will promote sustainable development is a challenge for higher education. Siam University decided to assign a task force with the mission to work with communities in order to propose guidelines of learning for sustainability (LfS) based on real-life experiences. Selected communities which have agreed to be the community living labs for teaching and learning activities of the university were chosen based on the Bray and Thomas’ Cube Model. There are differences in sizes (number of members), locations (urban, suburban), and histories (old settlement with long history and rich culture and the newly settlement communities consisting of migrated members). Community-based participatory research (CBPR) was applied in the study. The initial model was developed from the synthesis of experiential work with communities in sustainability-related projects. After revision, the “Learning for Sustainability Action Model” was proposed. Success factors in implementing the model were also suggested.

In this chapter, we begin by exploring the lessons learned from studies of teachers’ expectations for student behavior, being with early inquiry conducted following the Education for All Handicapped Children Act (P.L. 94-142) of 1975. Next, we explore the expanding knowledge base following reauthorization of the Individuals with Disabilities Education Act (IDEA, 1997), the Individuals with Disabilities Education Improvement Act (IDEIA, 2004), and No Child Left Behind Act (NCLB, 2001) as the field increasingly emphasized inclusive programming and supporting access to the general education curriculum, called for academic excellence for all students, and focused on systems-level perspectives for teaching behavioral expectations. We summarize lessons learned from these bodies of knowledge, focusing attention on key findings and existing limitations of the studies conducted to date. We conclude with implications for educational research and practice, with attention to how lessons learned regarding teacher expectations for student performance can (a) facilitate inclusive programming for students with disabilities, (b) support school transitions, (c) inform primary prevention efforts and targeted supports, and (d) inform teacher preparation programs.

This chapter looks at the discursive dimension of the working environment in research and higher education organizations; more specifically at neoliberal managerial discourse and at how it participates in shaping the way researchers, teachers and support staff perceive themselves and their experiences. It is based on a multiple case study and combines an intersectional and a socio-clinical approach. The empirical data is constituted by in-depth interviews with women conducted in Ireland and Chile, and includes some observations made in France. A thematic analysis of individual narratives of self-ascribed experiences of being bullied enables to look behind the veil drawn by managerial discourse, thus providing insights into power vectors and power domains contributing to workplace violence. It also shows that workplace bullying may reinforce identification to undervalued social categories. This contribution argues that neoliberal managerial discourse, by encouraging social representations of “neutral” individuals at work, or else celebrating their “diversity,” conceals power relations rooting on different social categories. This process influences one’s perception of one’s experience and its verbalization. At the same time, feeling assigned to one or more of undervalued social category can raise the perception of being bullied or discriminated against. While research has shown that only a minority of incidents of bullying and discrimination are reported within organizations, this contribution suggests that acknowledging the multiplicity and superposition of categories and their influence in shaping power relations could help secure a more collective and caring approach, and thus foster a safer work culture and atmosphere in research organizations.

After decades of focus on disaster, crisis, and trauma itself, in recent years more attention has been devoted to the study of human strengths and resilience, as reflected in the rise of positive psychology and strengths-based social work. In particular, psychological growth after trauma has been increasingly studied, and one of the official terms referring to the phenomenon is posttraumatic growth (PTG). The PTG literature reflects work on positive psychology, trauma recovery, and resilience. The main components associated with PTG are new possibilities, interpersonal growth, personal growth, appreciation for life, and spiritual change (Calhoun & Tedeschi, 2014). These domains have been tested and measured with a scale, the Posttraumatic Growth Inventory. While PTG and related concepts such as resilience have been studied in various populations, they have not yet been investigated extensively in Southeast Asia (SEA) populations. This chapter explores the psychological examination of resilience and PTG in the SEA context, with some discussion of the background of both positive psychological concepts and PTG research cross-culturally, and their application to the SEA region specifically. Brief relevant trauma history of the region, such as human-made and natural hazards impacting the region’s individuals and communities, and similarities and differences in the results of these traumas will be described. Implications for broader international work as well as cultural and clinical implications also will be discussed in this chapter.

Today's competitive health care markets demand innovation and risk taking on the part of organizations. However, increased government regulation and stiffer penalties enacted in the wake of recent high-profile corporate scandals and the resulting Sarbanes–Oxley legislation, may render boards less willing to undertake entrepreneurial ventures. This article extends the typology of corporate entrepreneurship (CE) developed by Covin and Miles (1999) by extending the CE types to address governance activities in the health care sector. Four case studies are presented that illustrate each of the typology's forms. In addition, the implications of the typology for health care executives and trustees are discussed and areas for future research are recommended.

The Government of Iraq (GoI) and the U.S.-led coalition in Iraq have used microfinance institutions (MFIs) as part of their counterinsurgency campaign. This raises several questions. What role can MFIs play in counterinsurgency? Are the economic or civilian and military motivations for supporting microfinance convergent or divergent? What constraints does conflict impose on microfinance borrowers, lenders, and institutions and how can an MFI ameliorate these constraints? Analyzing these issues is the core of this chapter.